Applications of the discrete element method in mechanical engineering

Compared to other fields of engineering, in mechanical engineering, the Discrete Element Method (DEM) is not yet a well known method. Nevertheless, there is a variety of simulation problems where the method has obvious advantages due to its meshless nature. For problems where several free bodies can collide and break after having been largely deformed, the DEM is the method of choice. Neighborhood search and collision detection between bodies as well as the separation of large solids into smaller particles are naturally incorporated in the method. The main DEM algorithm consists of a relatively simple loop that basically contains the three substeps contact detection, force computation and integration. However, there exists a large variety of different algorithms to choose the substeps to compose the optimal method for a given problem. In this contribution, we describe the dynamics of particle systems together with appropriate numerical integration schemes and give an overview over different types of particle interactions that can be composed to adapt the method to fit to a given simulation problem. Surface triangulations are used to model complicated, non-convex bodies in contact with particle systems. The capabilities of the method are finally demonstrated by means of application examples. Commemorative Contribution.     

Creating a Student Centered Learning Environment at the University of Denver

A team of faculty members at the University of Denver changed the learning environment in key courses in the Department of Engineering from predominately teacher centered to student centered. Through this funded project new grading methods were implemented, classrooms were renovated and wired with studio layouts to facilitate learning, the Engineering Circuits Laboratory was rewired and instrumented for automated data acquisition and reporting, and two new pedagogical approaches were developed. At the onset of the project, six goals were established related to student learning. The introduction of industry standard hardware and software provided students with unprecedented hands‐on experience and project related activities stimulated faculty innovations in other current and future courses. Assessment results indicate that the new grading system improved the clarity of expectations for students before assignments were given resulting in increased reported motivation for learning in many courses. Even though course GPAs did not always reflect higher achievement on graded work, faculty members firmly believe that deeper understanding was achieved because more complex material was assimilated.     

The incompatibility of knowledge regimes: consequences of the material world for cross-domain work

In this paper, we argue that successful integration of knowledge across work domains in the short-term can mask the generation of long-term consequences. We explore a setting, the introduction of environmental considerations into semiconductor manufacturing, where the eventual adoption of common measurement artifacts and associated practices enabled knowledge integration, but failed to address significant underlying consequences. Drawing from observational, interview, and archival data we develop an understanding of the work practices of the Tech and EnviroTech groups as structured by the material world and broader collective conventions. We introduce the concept of knowledge regime to outline the differences in knowledge across these work domains. More specifically, we find that differences in the causal specificity and developmental time horizon of knowledge and the measurement artifacts that result contribute to the relative power of one knowledge regime over another. Understanding these sources of incompatibility provides insight into the design requirements of information systems as boundary objects for knowledge integration, but also specifies the potential limits to any design effort.